Senior English



Research Paper Scoring Guide

|Area |Superior |Good |Satisfactory |Needs Improvement |

|Introduction |Introduces the topic and provides |Introduces the topic and provides |Introduces the topic but provides little |Does not include adequate information about|

| |appropriate context for the subject.|some context for the subject, but may|context for the subject. Needs more |the subject. |

| | |include too much/too little |information. | |

| |Includes the research question in a |information about the subject. | |Very choppy. |

| |seamless way. | |Choppy flow. | |

| | |May be a bit choppy at points. | |Does not include or reference the research |

| |Ends with a clear and concise | |References the research question, but |question. |

| |guiding statement/question. |Includes the research question, but |does not include it. | |

| | |may be a bit awkward. | |Does not include a guiding statement. |

| | | |Includes a guiding statement but it needs| |

| | |Ends with a clear and guiding |to be clearer or more concise. | |

| | |statement/question, but it could be | | |

| | |more concise. |Guiding statement/question may be | |

| | | |misplaced. | |

|Content |The body of the paper contains an |The body of the paper contains ample |The body of the paper contains a lot of |The body of the paper needs more |

| |abundance of information that is |information related to the research |information, but not all the information |information that relates to the research |

| |clearly related to the research |question. |is related to the research question. |question. |

| |question. | | | |

| | |Each subtopic clearly addresses and |Most points try to explain the research, |The writer needs to be clearer and more |

| |Each subtopic clearly and thoroughly|explains the research, but the writer|but the writer needs to be more thorough |thorough in explaining the research. |

| |addresses and explains the research |could be more thorough and |in the discussion. | |

| |in a sophisticated manner. |sophisticated in the discussion. | |No variety in sources—only one or two used.|

| | | | | |

| |There is a varied use of sources. No|There is varied use of sources, but |There is little variety in the sources. | |

| |one source is relied on too heavily.|there might be a slight imbalance in | | |

| | |usage. | | |

|Evidence |The evidence is integrated in a |The evidence is integrated in a |The evidence is integrated in a choppy |The evidence is integrated in a choppy and |

| |seamless manner. |fairly seamless manner. |manner. |confusing manner. |

| | | | | |

| |Each piece of evidence is introduced|Each piece of evidence includes a |Signal phrases are included only some of |Few to no signal phrases are included. |

| |with a clear and appropriate signal |signal phrase, but some could be |the time. | |

| |phrase. |clearer or more detailed. | |Most of the evidence does not support the |

| | | |Most signal phrases could be clearer or |topic. |

| |The evidence is well chosen and |The evidence is usually well chosen |more detailed. | |

| |credible. |and generally credible. | |Most sources are outdated or from |

| | | |Some evidence is well chosen, but several|unreliable sources. |

| |Each source is current and reliable.|Most sources are current and |pieces do not fully support the topic. | |

| | |reliable. | |There is no variety of types of sources |

| |There is a good variety of types of | |Some sources are current, but many are |(i.e. journal articles, videos, books, |

| |sources (i.e. journal articles, |There is some variety of types of |outdated or unreliable. |etc.). |

| |videos, books, etc.). |sources (i.e. journal articles, | | |

| | |videos, books, etc.). |There is little variety of types of |There is a significant imbalance between |

| |There is a good balance between | |sources (i.e. journal articles, videos, |quotations and paraphrased evidence. Shows |

| |quotations and paraphrased evidence.|There is a balance between quotations|books, etc.). |litter care in choosing whether to quote or|

| | |and paraphrased evidence, but some of| |paraphrase the evidence. |

| |At least 6 of the 7 required sources|the choices in paraphrasing vs. |There is an imbalance between quotations | |

| |are included. |quoting could be better. |and paraphrased evidence and/or choices | |

| | | |in paraphrasing vs. quoting need to be |Fewer than 4 of the 7 required sources are |

| |Book choice is included. |At least 5 of the 7 required sources |stronger. |included. |

| | |are included. | | |

| | | |At least 4 of the 7 required sources are |Book choice is not included. |

| | | |included. | |

|Organization |The topic is well developed through |The topic is developed through the |The topic is somewhat developed; the |The topic needs to be developed. |

| |the use of strong examples. |use of some strong examples. |examples could be stronger. | |

| | | | |Topic sentences are unclear There is a |

| |Topic sentences include one clear |Topic sentences include one clear |Few topic sentences include a clear |little connection to the guiding question |

| |and focused claim. There is a strong|claim; some could be more focused. |claim. There is a little connection to |throughout most of the paper. |

| |connection to the guiding question |There is a clear connection to the |the guiding question throughout most of | |

| |throughout the paper. |guiding question throughout most of |the paper. |Writing is choppy or clunky. |

| | |the paper. | | |

| |Writing flows smoothly. | |Writing flows smoothly sometimes, but |Transitions are missing. |

| | |Writing flows smoothly through most |there are several places where it is | |

| |Clear transitions are used between |of the paper. |choppy or clunky. |There are fewer than three body paragraphs.|

| |ideas. | | |The paragraphs need to be broken up. |

| | |Transitions are used between ideas; |Transitions need to be clearer or | |

| |There are multiple body paragraphs |some could be clearer or smoother. |smoother. |The paragraphs need to be arranged in a |

| |(not three huge ones). | | |more logical order to answer the guiding |

| | |There are multiple body paragraphs |There are only three large body |question. |

| |Paragraphs are arranged in a logical|(not three huge ones), but some |paragraphs. The paragraphs need to be | |

| |order to best answer the guiding |longer paragraphs might need to be |broken up. | |

| |question. |broken up. | | |

| | | |The paragraphs need to be arranged in a | |

| | |Most paragraphs are arranged in a |more logical order to answer the guiding | |

| | |logical order to answer the guiding |question. | |

| | |question. | | |

|Conclusion |The writer provides a strong final |The writer provides a final statement|The writer provides a final statement but|The writer does not include a conclusion. |

| |statement that returns to the |that returns to the research question|does not return to the research question.| |

| |research question and gives the |and gives the reader a sense of some |Ending need more clarity. | |

| |reader a sense of completeness. |completeness, but needs to be | | |

| | |developed. |The writer does include a link to the | |

| |The writer provides a clear link to | |introduction. | |

| |the introduction. |The writer provides a link to the | | |

| | |introduction but this connection |The writer does not address the | |

| |The writer leaves the reader with a |could be clearer. |significance of the topic. | |

| |strong, thoughtful and sophisticated| | | |

| |lasting message about the |The writer leaves the reader with a | | |

| |significance of the topic. |thoughtful lasting message about the | | |

| | |significance of the topic. | | |

|Mechanics |Shows great care with regard to |Shows care with regard to spelling, |Shows little care with regard to spelling|Paper contains many mechanical errors that |

| |spelling, grammar and punctuation. |grammar and punctuation. There may be|grammar and punctuation. Work contains |distract from the meaning. |

| |There are minimal errors and they do|a few mechanical errors. |several mechanical errors that begin to | |

| |not distract. | |distract from the meaning. |Paper includes unclear and/or unpolished |

| | |Paper includes clear and appropriate | |use of language throughout. |

| |Paper includes precise and polished |language. |Paper includes unclear and/or unpolished | |

| |language. | |use of language in a few places. | |

| | | | | |

| |Includes a header/footer with page | |Does not include a header/footer with | |

| |numbers. | |page numbers. | |

|Works cited page/ internal |Internal citations are present for |Internal citations are present for |Some internal citations are missing or |Missing many internal citations. |

|citations |each piece of evidence and formatted|each piece of evidence. There may be |may be formatted incorrectly. | |

| |correctly. |a few errors. | |The works cited page is missing. |

| | | |The works cited page contains many | |

| |The works cited page contains few, |The works cited page contains some |mistakes and/or has a number of |Does not use MLA format. |

| |if any mistakes. |mistakes and/or has a formatting |formatting errors. | |

| | |error. | | |

| |MLA format is used correctly. | |Some sources may be missing from the | |

| | |MLA format is used correctly most of |works cited page. | |

| | |the time. | | |

| | | |Inconsistent MLA format. | |

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